2026-06-21T21:05:40Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/101592025-02-05T01:05:25Zcom_10259_6158com_10259_5086com_10259_2604col_10259_6159

00925njm 22002777a 4500 dc Muñoz Martín, Lucía author 2022-12 English as a Foreign Language (EFL) classrooms comprise several groups of students with different backgrounds according to their nationality, race, class, ability, age, gender or sexual identity. Many EFL students in the US do not match the patriarchal norm of being male, white, middle class, young, heterosexual and able-bodied, resulting in an inherent disadvantage for them when learning the target language. Implicit biases which might arise in the classroom can negatively affect students’ motivation, thus preventing them from producing meaningful language output and from negotiating their identities in the new social contexts provided in the classroom. 2517-648X http://hdl.handle.net/10259/10159 The merits of queer-inclusive education in EFL classrooms